Clare Woolhouse
Biographic Data
| ID | 6300209 |
|---|---|
| NAME | Clare Woolhouse |
| GIVEN NAMES | Clare |
| FAMILY NAME | Woolhouse |
| SIGNATURE | WOOLHOUSE C |
| AFFILIATIONS | Edge Hill University |
| ORCID | 0000-0002-2648-9997 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring anxiety and behaviour. Agency, liminality and relational embodiment in a PRU
In recent years teachers and parents struggled to respond to children’s increased levels of anxiety and complex behaviours, which have led to subsequent exclusions from school and high demand for specialist provision. To gain understanding of the situation from the children’s viewpoint, I detail research with a Pupil Referral Unit as a case study. I explore how policy and practice in the PRU can be reinterpreted using collaborative photo-elicitat…
Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived
I consider how teachers discursively instantiate their identities through narrative work, which I frame using the metaphor of weaving a tapestry of the self, and drawing together a conceptualisation of technologies of the self with ideas around performativity, agency and psycho-technologies. I have included data from my analysis of sixteen life history narrative interviews conducted in North West England with teachers at different stages of their…
Collaborative research as community learning in a higher education context, or ‘what would Rod Stewart do?’
This paper is a reflective study of a collaborative research experience involving four colleagues. We discuss our experiences to consider how to develop a supportive collegial relationship at a time when working in higher education is often framed as competitive and focused upon defined ‘outputs’. To make the analysis we explore the role of language in positioning us as Foucauldian subjects, we consider how self-identity is visually and orally pr…
Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences
I draw together multimodal and creative art practices with sociological and discursive research frameworks to detail how multimodal interviewing facilitates communication of individual narratives. I offer a route for researching how embodied self-production emerges by asking: What can be learnt from analysing the context and process of narrative accounts rather than the content? Consideration is given to how a drawn visual line influences the nar…
Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation
This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of th…
Teachers performing gender and belonging: A case study of how Sencos narrate inclusion identities
This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue that this rhetoric informs the materialisation of what Butler terms an ‘int…
Re-visioning disability and dyslexia down the camera lens: Interpretations of representations on UK university websites and in a UK government guidance paper
The focus of this article is to consider visual portrayals and representations of disability. The images selected for analysis came from online university prospectuses as well as a governmental guidance framework on the tuition of dyslexic students. Greater understanding, human rights and cultural change have been characteristic of much UK governmental policy regarding disability, and legislation has potentially strengthened the quest for equalit…
Lifelong learning: Teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree
This paper stems from a longitudinal research project that explored the perceptions and experiences of teaching assistants (predominantly women) who have undertaken a foundation degree. It draws upon Bourdieu’s notion of habitus and investigates shifts in economic, cultural and social capital for this particular group of educational professionals. 189 graduates were invited to respond to a postal survey that asked questions about the impact of do…
Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation
This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of th…
Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived
I consider how teachers discursively instantiate their identities through narrative work, which I frame using the metaphor of weaving a tapestry of the self, and drawing together a conceptualisation of technologies of the self with ideas around performativity, agency and psycho-technologies. I have included data from my analysis of sixteen life history narrative interviews conducted in North West England with teachers at different stages of their…
Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences
I draw together multimodal and creative art practices with sociological and discursive research frameworks to detail how multimodal interviewing facilitates communication of individual narratives. I offer a route for researching how embodied self-production emerges by asking: What can be learnt from analysing the context and process of narrative accounts rather than the content? Consideration is given to how a drawn visual line influences the nar…
Teachers performing gender and belonging: A case study of how Sencos narrate inclusion identities
This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue that this rhetoric informs the materialisation of what Butler terms an ‘int…
Lifelong learning: Teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree
This paper stems from a longitudinal research project that explored the perceptions and experiences of teaching assistants (predominantly women) who have undertaken a foundation degree. It draws upon Bourdieu’s notion of habitus and investigates shifts in economic, cultural and social capital for this particular group of educational professionals. 189 graduates were invited to respond to a postal survey that asked questions about the impact of do…
Lifelong learning: Teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree
This paper stems from a longitudinal research project that explored the perceptions and experiences of teaching assistants (predominantly women) who have undertaken a foundation degree. It draws upon Bourdieu’s notion of habitus and investigates shifts in economic, cultural and social capital for this particular group of educational professionals. 189 graduates were invited to respond to a postal survey that asked questions about the impact of do…
Re-visioning disability and dyslexia down the camera lens: Interpretations of representations on UK university websites and in a UK government guidance paper
The focus of this article is to consider visual portrayals and representations of disability. The images selected for analysis came from online university prospectuses as well as a governmental guidance framework on the tuition of dyslexic students. Greater understanding, human rights and cultural change have been characteristic of much UK governmental policy regarding disability, and legislation has potentially strengthened the quest for equalit…
Teachers performing gender and belonging: A case study of how Sencos narrate inclusion identities
This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue that this rhetoric informs the materialisation of what Butler terms an ‘int…
Multimodal life history narrative: Embodied identity, discursive transitions and uncomfortable silences
I draw together multimodal and creative art practices with sociological and discursive research frameworks to detail how multimodal interviewing facilitates communication of individual narratives. I offer a route for researching how embodied self-production emerges by asking: What can be learnt from analysing the context and process of narrative accounts rather than the content? Consideration is given to how a drawn visual line influences the nar…
Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation
This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of th…
Collaborative research as community learning in a higher education context, or ‘what would Rod Stewart do?’
This paper is a reflective study of a collaborative research experience involving four colleagues. We discuss our experiences to consider how to develop a supportive collegial relationship at a time when working in higher education is often framed as competitive and focused upon defined ‘outputs’. To make the analysis we explore the role of language in positioning us as Foucauldian subjects, we consider how self-identity is visually and orally pr…
Technologies of the self and narrating an ethical teacher identity, or how to tell stories of a life well lived
I consider how teachers discursively instantiate their identities through narrative work, which I frame using the metaphor of weaving a tapestry of the self, and drawing together a conceptualisation of technologies of the self with ideas around performativity, agency and psycho-technologies. I have included data from my analysis of sixteen life history narrative interviews conducted in North West England with teachers at different stages of their…
Exploring anxiety and behaviour. Agency, liminality and relational embodiment in a PRU
In recent years teachers and parents struggled to respond to children’s increased levels of anxiety and complex behaviours, which have led to subsequent exclusions from school and high demand for specialist provision. To gain understanding of the situation from the children’s viewpoint, I detail research with a Pupil Referral Unit as a case study. I explore how policy and practice in the PRU can be reinterpreted using collaborative photo-elicitat…
Sociology (7 works) · Psychology (6 works) · Pedagogy (5 works) · Gender Studies (4 works) · Political science (4 works) · Aesthetics (3 works) · Epistemology (3 works) · Gender Studies (3 works) · Identity (music (3 works) · Narrative (3 works)